Child Development, Motor Activity, Parent-Child Relations
Conditions
Keywords
Questionnaires, Interviews, Fundamental movement skill assessments, Accelerometers
Brief summary
The PLAYshop program is a novel, brief, theory-based, parent-focused physical literacy intervention designed to address this major public health issue of childhood physical inactivity and to support families. Primary Research Question: Does the PLAYshop program increase preschool-aged children's physical literacy, including fundamental movement skills and motivation and enjoyment, compared to controls?
Detailed description
The overall goal for the proposed study is to examine the efficacy of the PLAYshop program, a novel, brief, theory-based, parent-focused physical literacy intervention, on child- and family-specific outcomes. Research Questions: Primary: Does the PLAYshop program increase preschool-aged children's physical literacy, including fundamental movement skills and motivation and enjoyment, compared to controls? Secondary: Does the PLAYshop program increase preschool-aged children's physical activity and co-participation in physical activity with parents, compared to controls? Tertiary: 1) Does the PLAYshop program increase parents' capability, motivation, and opportunity to support preschool-aged children's physical literacy development, compared to controls? 2) What is the level of, and factors that influence, implementation at the family and program delivery level? Hypotheses: Increases in preschool-aged children's fundamental movement skills, motivation and enjoyment, physical activity, and parent-child co-participation in physical activity will be greater in the intervention group, compared to the control group. Additionally, increase in parents' capability, motivation, and opportunity to support preschool-aged children's physical literacy development will be greater in the intervention group, compared to the control group.
Interventions
BEHAVIORALPLAYshop
The intervention includes: 1. Educational Training - the 60 min virtual workshop will be delivered by a trained facilitator. Parents will be introduced to physical literacy via education, group discussion, and active participation in fundamental movement skills (FMS) based activities with their child. 2. Distribution of Education Resources- Parents will be sent physical literacy and physical activity printed resources. 3. Material resources -parents will also be provided a bag of inexpensive active play equipment (e.g., ball, bean bag, balloons). 4. Provide Follow-up Support- After the workshop, participants will gain access to an app with an online toolkit including new active play ideas, tips, and equipment they can make at home for active play. Additionally, participants will receive four bi-weekly booster lessons that include key workshop messages, support and encouragement for parents, reflection and check-in questions, and new activities to try with their child.
Sponsors
University of Victoria
Women and Children's Health Research Institute (WCHRI)
University of Alberta
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Subject)
Masking description
Participants: While the families will not be told explicitly if they have been assigned to the intervention or control group, they may be able to determine their group based on when their workshop is scheduled (i.e., immediately versus after completion of all study measures). Research Coordinator: The research coordinator will be aware of the group allocations as they will be in charge of coordinating random assignment and have to schedule participants into workshops and other measures based on their specific allocation. Outcomes Assessors: Research assistants who score children's fundamental movement skills based on recorded videos will not be told explicitly if a participant is part of the intervention or control group. Though there is a possibility that they may recall group assignment from previous data collection sessions they led.
Intervention model description
All participants will complete baseline measures and then be randomly assigned to group 1 (intervention) or group 2 (control), in a computer generated1:1 sequence.
Eligibility
Sex/Gender
ALL
Age
3 Years to 5 Years
Healthy volunteers
Yes
Inclusion criteria
* Children aged 3-5 years and their parents * Living in non-rural areas of Alberta or British Columbia, Canada as defined by Statistics Canada
Exclusion criteria
* Children diagnosed with developmental delay or disorder/condition that may affect gross motor development or limit their ability to be physically active. * Families with parents who do not comfortably speak or read English. * Families that do not have access to a smartphone/tablet with camera and microphone. * Families that have participated in prior PLAYshop pilot and feasibility trials.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in children's physical literacy (fundamental movement skills) | Baseline and 2 month follow-up | Children's fundamental movement skills, including two manipulative skills (i.e., overhand throw, underhand throw), two locomotor skills (i.e., horizontal jump, hop), and one balance/stability skill (i.e., one leg balance), will be assessed in a recorded virtual meeting. The skills are from the Test of Gross Motor Development (TGMD) and the Movement Assessment Battery for Children-Second Edition (MABC-2). |
| Change in children's physical literacy (motivation and enjoyment; parental report) | Baseline and 2 month follow-up | Children's motivation and enjoyment will be assessed via a parental questionnaire that includes items from the Preschool Physical Literacy Assessment (Pre PLAy). This scale includes 4 items with values of 1-5; higher values mean more motivation and enjoyment. Citation: Cairney et al. (2018) |
| Change in children's physical literacy (enjoyment; child report) | Baseline and 2 month follow-up | Children's enjoyment will also be assessed via self-report using an adapted Five Degrees of Happiness Likert scale for children. This scale includes 1 item with a value of 1-5; a higher value means more enjoyment. Citation: Hall et al. (2016) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in children's physical activity | Baseline and 2 month follow-up | Children's physical activity will be assessed with Actigraph wGT3X-BT accelerometers worn for 7 consecutive days. Validated cut-points for preschool-aged children will be used to classify each 15 second count into sedentary time or physical activity. |
| Change in parental physical activity modelling | Baseline and 2 month follow-up | Parental physical activity modelling will be assess via a parental questionnaire. This scale includes 3 items with values of 1-4: higher values mean higher modelling. Citation: Davison et al., 2011 |
| Change in parent-child co-participation in physical activity (accelerometer) | Baseline and 2 month follow-up | Parent-child co-participation in physical activity will be assessed with Actigraph wGT3X-BT accelerometers worn for 7 consecutive days by children and designated parents. Validated cut-points for preschool-aged children and adults will be used to classify each 15 second count into sedentary time or physical activity. The Bluetooth proximity detection feature on the accelerometer will be enabled to determine the presence (e.g., same room in a house, at the park together) or absence of close proximity between two accelerometers. |
| Change in parent-child co-participation in physical activity (questionnaire) | Baseline and 2 month follow-up | Parent-child co-participation in physical activity will also be assessed with a parental questionnaire. This scale includes 4 items with values of 1-5; higher values mean more co-participation in PA. Citation: Mâsse et al., 2020 |
Other
| Measure | Time frame | Description |
|---|---|---|
| Implementation: dose (parental interview) | Intervention group: 2-month follow-up | The dose of the intervention will be explored via brief semi-structured interviews with parents from the intervention group. |
| Change in parents' capability to support preschool-aged children's physical literacy development | Baseline (all), immediately after workshop, approximately 1-2 weeks after baseline (intervention), one week after baseline (control), 2-month follow-up (all) | Parental capability (i.e., knowledge), will be assessed via a parental questionnaire. This scale includes 9 items with values of 1-5; higher values mean more capability. |
| Implementation: dose (app usage data) | Intervention group: 2-month follow-up | The dose of the intervention will be assessed via tracking of app usage in the intervention group. |
| Implementation: dose (app check-in questions) | Intervention group: Bi-weekly after workshop (i.e., 1, 3, 5, and 7 weeks) | The dose of the intervention will be assessed via check-in questions as part of the booster lessons in the intervention group. |
| Change in parents' motivation to support preschool-aged children's physical literacy development | Baseline (all), immediately after workshop, approximately 1-2 weeks after baseline (intervention), one week after baseline (control), 2-month follow-up (all) | Parental motivation (i.e., confidence (11 items), beliefs (4 items), outcome expectations (3 items), intentions (2 items), perceived behavioural control (4 items)) will be assessed via a parental questionnaire. Citation for beliefs and outcome expectations: Heitzler et al., 2006. Items have values of 1-5; higher values mean more parental motivation. |
| Change in parents' opportunity to support preschool-aged children's physical literacy development | Baseline (all), immediately after workshop, approximately 1-2 weeks after baseline (intervention), one week after baseline (control), 2-month follow-up (all) | Parental opportunity (e.g., perceived availability of resources (1 item), perceived barriers (5 items)) will be assessed via a parental questionnaire. Items have values of 1-5; higher values mean less parental opportunity. Citation for perceived barriers: Heitzler et al., 2006 |
| Implementation: satisfaction and perceived usefulness (questionnaire) | Intervention group: Immediately after the workshop | Satisfaction and perceived usefulness of the intervention will be assessed via a parental questionnaire in the intervention group only. This scale includes 3 items with values of 1-5; higher values mean more satisfaction and perceived usefulness. |
| Implementation: satisfaction and perceived usefulness (parental interview) | Intervention group: 2-month follow-up | Satisfaction and perceived usefulness of the intervention will also be explored via brief semi-structured interviews with parents from the intervention group. |
| Implementation: facilitators and barriers (parental interview) | Intervention group: 2-month follow-up | Implementation facilitators and barriers will be explored via brief semi-structured interviews with parents from the intervention group. |
| Implementation: facilitators and barriers (workshop leader interview) | At study completion, approximately 1 year from first workshop. | Implementation facilitators and barriers will be explored via brief semi-structured interviews with workshop leaders. |
Countries
Canada
Outcome results
None listed